@article {678,
	title = {MULTICULTURAL COMPETENCE AND ITS DEVELOPMENT IN STUDENTS OF TEACHER EDUCATION CURRICULA},
	journal = {Problems of Education in the 21st Century},
	volume = {40},
	year = {2012},
	month = {March/2012},
	type = {Original article},
	chapter = {65-74},
	abstract = {According to the Estonian State Integration Programme the system of education is considered to be one of the main areas of implementing the state integration policy. The main task of schools in Estonia is to support the feeling of belonging for permanent residents of the Estonian society by sharing common values and knowledge of the official language, and to create possibilities for understanding other cultures and establishing methods for cross-cultural communication with various ethnic groups.
 The purpose of the research is to study multicultural competence which is considered to be a key component of professional teacher education, as it is of interdisciplinary nature and comprises various aspects which contribute to the development of cognition, personality and professional activities. The research, conducted among students into the level of development of their multicultural competence, has revealed that Narva College students have a positive ethnic identity and quite a high degree of tolerance, which testifies to the positive attitude to their own and other cultures and students{\textquoteright} readiness for intercultural communication.
 To support the development of multicultural competence in students there has been devised a programme based on such educational components as the comprehensive knowledge of research methods and practices in multicultural education; formation of positive respectful attitude towards native and other cultures; development of skills to support culture-centred education and effective cross-cultural communication; and with inclusion of professional pedagogical activities being based on the humanistic approach and efficient pedagogical interaction.
 The research covers key points of how the principles of multilingual and multicultural education are realised in everyday teaching practices to achieve corresponding learning outcomes.},
	keywords = {multicultural competence, principles of multicultural education, teacher education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.40.65},
	url = {http://oaji.net/articles/2014/457-1408532021.pdf},
	author = {Anna  D{\v z}alalova and Nina  Raud}
}
@article {577,
	title = {PLURILINGUALISM IN TEACHER EDUCATION FOR MULTICULTURAL SCHOOLS AND KINDERGARTENS IN ESTONIA},
	journal = {Problems of Education in the 21st Century},
	volume = {32},
	year = {2011},
	month = {July/2011},
	type = {Original article},
	chapter = {113-120},
	abstract = {Plurilingualism as the principle and the aim of education policies presupposes that all teachers know several languages, are aware of particularities of multicultural educational environments and can apply methodology of content and language integrated learning. This paper will discuss how these principles of plurilingualism are realized in teacher education in Estonia which is a multicultural country inhabited by representatives of more than 100 ethnicities with Estonians being the title nation. The Russian language is spoken by almost 30\% of the 1.3 million population of the country. Such an ethnic and linguistic composition of the society puts forward a number of challenges for the Estonian system of education {\textendash} to its system of general education with 20\% of it working in Russian, to tertiary education and to teacher education in particular. One of the ways of meeting the requirements set to plurilingual teacher education is the implementation of a trilingual teacher education model with the focus being placed on content and language integrated learning (CLIL) and with language immersion being a part of it. By analyzing various aspects of the model the authors will present the advantages and challenges of its realization. },
	keywords = {multiculturalism, teacher education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.32.113},
	url = {https://oaji.net/articles/2014/457-1406541722.pdf},
	author = {Nina  Raud and Anna  D{\v z}alalova and Katri  Raik}
}
